Curriculum Framework
Quarter 3
Social Studies
Grade 6
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these
goals, as further described in our strategic plan, Destination 2025.
By 2025,
 80% of our students will graduate from high school college or career ready
 90% of students will graduate on time
 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
Purpose of the Framework
The 2015-2016 Social Studies Curricula Framework is to be utilized as a resource when planning classroom instruction and projects. Our goal is to ensure our students graduate
ready for college and careers. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become efficient readers, writers, and
communicators. To achieve this, it is essential that literacy strategies be purposefully and appropriately planned and implemented.
There are three instructional shifts that teachers should remember when planning and teaching:
http://www.tncore.org/english_language_arts/standards_and_shifts/instructional_shifts.aspx
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Framework Layout
Each framework is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Suggested Instructional Activities
& Resources and at the end you can find a few Literacy Lessons and Activities that serve as supplementary resources when planning lessons.
(1) This curriculum framework has Social Studies Literacy Activities, suggested lessons and additional resources at the end of the framework.
(2) Suggested Primary Source Documents and Supporting Texts are included in the Tennessee State Social Studies standards at: http://tn.gov/education/article/social-studiesstandards
(3) The Common Core Literacy can be found at: http://www.corestandards.org/ELA-Literacy/RH/introduction/
(4) This framework includes activities at the end of each quarter are examples of how the Literacy Standards are used in Social Studies instruction. These Sample Lessons
and Activities are provided to give teachers ideas about how the Literacy Standards can be used to create activities and to serve as models for lesson creations.
When planning and teaching, teachers should consider the suggested texts highlighted at the start of all pacing guide topics. The suggested texts include texts recommended by
the Tennessee Department of Education as well as texts needed to complete suggested instructional activities in the third column of the framework. Text may be read aloud,
individually used by students, or referenced during instruction.
Literacy in Social Studies http://www.tncore.org/literacy_in_social_studies.aspx
The Tennessee state standards for English Language Arts include a subset of literacy standards for teachers of history/social studies, science, and technical subjects. These
literacy standards do not change the subject-area content, which will continue to be governed by Tennessee standards for each subject. Rather, the literacy standards provide
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Curriculum Framework
Quarter 3
Social Studies
Grade 6
expectations for how students will read and write in those courses. By incorporating more reading of complex informational text, holding students accountable to that reading
through text-based discussion and giving students text-based argumentative and expository writing assignments, teachers will do the following:
 Support school-wide literacy efforts;
 Help prepare students for the literacy demands they will face in college and career, including the specialized reading and writing procedures of the relevant discipline; and
 Reinforce students’ learning of subject-area content.
Using the Social Studies Curriculum Framework

The pacing guide’s suggested time frames for instruction are flexible and may vary from classroom to classroom.

The TN State Standards are at the helm of teaching and learning and must be used to guide the lesson.(column 1)

The guiding questions are used to gain student interest in learning and should be written on the board for the class to reference.(column 2)

Key content and academic vocabulary are listed (column 2).

Lessons, activities and student tasks are in the third column which lists the textbook pages and/or links to valuable resources.

At the end of each framework, the Literacy Activities/Lessons, should lead teachers to create additional activities on their own.
Reference Resources:
Please register for these free sites:
Read Works
http://www.readworks.org/
Newsela
https://newsela.com/
Britannica www.school.eb.com Username: Shelby Password: county
Gilder-Lehrman
https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program
Teacher Tube (Uses your SCS Log-in)
McGraw Hill: Connected.com
(for SCS teachers only- call 1 (800) 437-3715 for Log-in)
These sites can be used as you develop your lesson plans!
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Curriculum Framework
Social Studies
Grade 6
Quarter 3
WIDA
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to
provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are
provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers
have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be
referenced for designing new and/or modifying existing assessments.
WIDA
https://www.wida.us/standards/ELP_standardlookup.aspx
Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.
Example: 6-8 Listening
Maps
Entering:
Identify locations of land and
water masses on maps based
on oral statements, and check
with a partner
Beginning:
Sort locations on maps by
land or water masses based
on oral statements, and check
with a partner
Developing:
Identify specific geographic
locations (e.g., time zones,
latitude, longitude) on maps
based on oral information,
and check with a partner
Expanding:
Compare and contrast
locations on maps (e.g., cities
in Northern and Southern
Hemispheres) from oral
descriptions, and check with a
partner
Bridging:
Evaluate locations on maps
for different purposes from
oral descriptions
Example: 6-8 Writing
Ancient/Medieval civilizations
Entering: Identify features of
historical periods from
illustrations and word/phrase
banks and share with a
partner in L1 or L2
Beginning:
Describe features of historical
periods using notes from
graphic organizers and share
with a partner in L1 or L2
Developing:
Compare historical periods
using sentences from graphic
organizers and share with a
partner
Expanding:
Produce contrastive
summaries of historical
periods using information
from graphic organizers and
share with a partner
Bridging: Create historical
essays descriptive of past
civilizations
A Word About Vocabulary Instruction…
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Curriculum Framework
Quarter 3
Social Studies
Grade 6
Effective Tier 2 academic vocabulary development necessitates daily direct and explicit instruction in vocabulary that includes systematic practice, review, and deep
processing. Teachers must immerse students in word-rich environments, while teaching and modeling word learning strategies.
In all content areas, academic vocabulary instruction must be cumulative, and the terms should be integrated into increasingly complex tasks. In language arts, more
time should be spent on instruction about the nuance of the word, its origin, root, and/or affixes. Additionally, language arts teachers should use word work strategies
such as parts of speech, semantic word webs, and other evidence-based vocabulary practice
Common Core State Standards: Focus on Tier 2 & Tier 3 Vocabulary
Tier 1 Basic words that commonly appear in spoken language. Because they are heard frequently in numerous contexts and with nonverbal communication, Tier 1 words rarely
require explicit instruction. Examples of Tier 1 words are clock, baby, happy and walk.
Tier 2 High frequency words used by mature language users across several content areas. Because of their lack of redundancy in oral language, Tier 2 words present challenges to
students who primarily meet them in print. Examples of Tier 2 words are obvious, complex, establish and verify.
Tier 3 Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the
various academic domains and should be integral to instruction of content. Medical, legal, biology and mathematics terms are all examples of these words.
Explicit instruction of the Tier 2 academic words is required in order for students to know and use the words accurately in reading, writing, and speaking. Multiple
exposures and practice are key characteristics of effective vocabulary instruction. Teachers are expected to use evidence-based vocabulary strategies, such as
those found in the SCS curriculum maps.
Links to Support Vocabulary Instruction & Development
http://www.sde.idaho.gov/site/social_studies/docs/core/Visual%20Evidence.pdf
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)
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Curriculum Framework
Social Studies
Grade 6
Quarter 3
6th Grade U.S. History & Geography Pacing Guide
Time
1st Quarter
Weeks 1-3
Human Origins in Africa through the Neolithic Age 6900 BCE
Weeks 4-8
Human Origins in Africa through the Neolithic Age
Weeks 9
Mesopotamia 3500 B.C. – 1200 B.C.
Time
2nd Quarter
Weeks 1-3
Ancient Egypt 3000 B.C. - 1200 B.C.
Weeks 4-6
Ancient India 300 B.C. - 220 A.D.
Weeks 7-9
Ancient China 1750 B.C. - 220 A.D.
Time
3rd Quarter
Weeks 1-4
Ancient Israel 2000 B.C. – 70 A.D.
Weeks 5-9
Ancient Greeks 800 B.C. – 300 B.C.
Time
4th Quarter
Weeks 1-3
Ancient Rome 800 B.C – 500 A.D.
Weeks 4-9
Rome: Republic to Empire
* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.
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Curriculum Framework
TN State Social Studies Standards
Quarter 3
Social Studies
Grade 6
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
Ancient Israel
Weeks: 1-4
Text:
McGraw-Hill Discovering Our Past:
A History of the World
TN State recommended Primary Documents and Supporting Readings:
The Tanach
Hebrew Bible
The Torah
The Dead Sea Scrolls
6.39 On a historical map of the Mediterranean Sea,
Jordon River, Sinai Peninsula, locate Asia Minor, the
kingdoms of the Hittites and Phoenicians, ancient Israel,
6.39 What is the relationship between the kingdoms of the
and Egypt. (G)
Hittites, Phoenicians, Ancient Israel, and Egypt?
6.40 Examine the development of the ancient Israelites,
tracing their migrations from Mesopotamia to Canaan,
later called Israel, and explain the significant roles of
Abraham and Moses in their history. (C,G,H)
6.40 Why were the roles of Abraham and Moses
significant in their history?
Textbook Reference: Chapter 8-The Israelites Pages
195-228
6.39 - 6.40 Create a map which reflects the scattering of
the Israelites throughout the Mediterranean. Plot the
movement of the ancient Israelites beginning with the
death of King Solomon.
https://www.ancient.eu/map/
http://www.britannica.com/place/Jordan-River
http://www.newworldencyclopedia.org/entry/Sinai_Penins
ula
http://www.ancient.eu/phoenicia/
6.40 Write a summary or complete a graphic that explains
the roles of Abraham and Moses significant in their history
6.41 Describe the monotheistic religion of the Israelites,
including: (C,H)
·the belief in one God (monotheism)
·the Ten Commandments
6.41 How did the religious beliefs of the Israelites differ
from most ancient civilizations?
6.41 Create a calendar of major Jewish holidays and a
summary of the reasons why they are celebrated.
6.41 What was the Jewish/Hebrew way of life?
6.42 Research sources about descriptions of the great
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6 of 14
Curriculum Framework
TN State Social Studies Standards
·the emphasis on individual worth and personal
responsibility
·the belief that all people must adhere to the same moral
obligations, whether ruler or ruled
·the Torah and the Hebrew Bible as part of the history of
early Israel
6.42 Describe the unification of the tribes of Israel under
Kings Saul, David, and Solomon, including David’s
founding of Jerusalem as his capital city in 1000 BC/BCE
and the building of the first temple by Solomon. (G,H,P)
6.43 Summarize the four major events after the rule of
King Solomon in the history of Israel, including the
breakup of the Kingdom of Israel, destruction of the
Northern Kingdom, Babylonian captivity under
Nebuchadnezzar, and the return of the Jews to their
homeland under the Persian Empire. (H)
6.44 Conduct a short research piece with supporting
details of Second Babylonian, Persian, and Median
Empires, including Nebuchadnezzar, the Hanging
Gardens of Babylon, Cyrus the Great, Darius the Great,
and Xerxes. (H)
6.45 Explain how Judaism survived the
expulsion/dispersion of the Jews to other lands (the
Diaspora) after the destruction of the second temple in
Jerusalem in 70 AD/CE, and the renaming of the country
by the Romans. (C, H)
Quarter 3
Social Studies
Grade 6
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
6.41 What were all of the aspects of Judaism and its
impact on government?
6.42 What led to the unification of the tribes of Israel
under Kings Saul, David, and Solomon?
6.43 What major events allowed the Jews return to their
homeland under the Persian Empire?
6.45 How was Judaism able to survive the
expulsion/dispersion of the Jews to other lands (the
Diaspora)?
Content Vocabulary (Tier 3):
Prophet, Covenant, Tribe, Torah, Commandment,
cities of this region - Babylon, Nineveh, Jerusalem,
Persepolis, Susa, and etc... Write a summary and draw
an image of what they would envision the city to have
been like based on the description.
Literacy RH.6-8.1
http://www.historvius.com/ancient-cities/fr247
6.42 Create a chart comparing and contrasting the reigns
of
Kings Saul, David and Solomon using a three-part Venn
diagram. Literacy 6-8.RH.5
6.39 Prepare a summary of the Hittites and Phoenician
Kingdoms; including a map locating the Mediterranean
Sea, Jordon River, Sinai Peninsula, Asia Minor, the
kingdoms of the Hittites, Phoenicians, Ancient Israel, and
Egypt. Literacy RH.6-8.1
http://www.metmuseum.org/toah/hd/phoe/hd_phoe.ht
Exodus, Alphabet, Psalm, Exile, Proverb, Synagogue,
Scroll, Sabbath, Kosher, Diaspora, Rabbi
Academic Vocabulary (Tier 2):
Culture, extract, ensure, period, found, survive, tradition,
version, communicate, expand, devotion, cooperation,
tension, document
(For Vocabulary Strategies - See page 5)
6.41 Create a chart that is labeled Jewish life across the
top. Then make three rows labeled; education, food, and
clothing. Then fill in the chart with notes from the chapter.
Chapter 8
6.45 Create a flow chart of important events that occurred
during the early history of the Israelites. Then have them
compare charts with a partner. Close by having all
students contribute to a final flow chart on the board.
http://www.allabouthistory.org/israel-history-faq.htm
and Chapter. 8
6.44 Work in pairs to research and outline the life and
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7 of 14
Curriculum Framework
TN State Social Studies Standards
Quarter 3
Social Studies
Grade 6
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
accomplishments of one of the important figures from
Babylonian, Persian, or Median empires. Literacy RH.68.7
http://hanginggardensofbabylon.org/hanginggardens.asp
https://www.google.com/webhp?hl=en#safe=strict&hl
=en&q=Nebuchadnezzar
Darius
http://study.com/academy/lesson/darius-the-greatbiography-quotes-facts.html
Cyrus
http://www.cyrusthegreat.net/
Lesson Review Questions: pages 205,211,217,225
Chapter 8 Activities: page 226 Informative/explanatory,
creating a slide show, comparing and contrasting, and
locating places
Assessments: Multiple choice page 227; Analyzing
documents, summarizing, drawing conclusions, inferring,
short response, (narrative) extended response page 228
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8 of 14
Curriculum Framework
TN State Social Studies Standards
Quarter 3
Social Studies
Grade 6
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
Ancient Greece
Weeks: 5-9
Text:
McGraw-Hill Discovering Our Past: A History of the World
TN State recommended Primary Documents and Supporting Readings:
Homer’s Iliad and the Odyssey (Lexile – 1290L)
Pericles’ Funeral Oration (Lexile – 900)
Alexander by Plutarch (Lexile – 1690L)
Aesop’s Fables (Lexile - 1090L)
Aristotle’s The Athenian Constitution (Lexile – 1410L)
Battle of Marathon (Lexile – 1130L)
Everyday Life in Ancient Greece (Lexile – IG920L)
6.46/6.47 How did the physical geography of Greece
6.46 On a historical map of the ancient Mediterranean
area, locate Greece and trace the boundaries of its
influence the lives of the early Greeks?
influence to 300 BC/BCE. On a contemporary map trace
the current boundaries of Greece. Compare and contrast
the sphere of influence of Greece in those two different
eras.
(G,H)
Textbook Reference: Chapter 9-The Ancient Greeks
Pages 229-266
Suggested Activities:
6.46 Using a blank map of Europe and locate the Greek
civilization and major landforms; label them and color
them the appropriate colors by creating a map key to
define all landforms and territories.
http://www.worldatlas.com/webimage/countrys/eu.htm
6.46Create a T-Chart as a group comparing and
contrasting the Mycenaean and Minoans, which
influenced the culture that later Greeks practiced. Class
presentations of findings.
http://www.bow.k12.nh.us/draynard/Minoans.htm
6.47 Using a map of Ancient Greece, trace the
geographical location of ancient Athens and other cityTrouble with links? Try using Google Chrome or Mozilla Firefox
9 of 14
Curriculum Framework
TN State Social Studies Standards
6.47 Explain how the geographical location of ancient
Athens and other city-states contributed to their role in
maritime trade, their colonies in the Mediterranean, and
the expansion of their cultural influence. (C, E, G, H)
6.48 Trace the transition from tyranny and oligarchy to
early democratic forms of government and back to
dictatorship in ancient Greece, including the significance
of the development of the idea of citizenship. (C,H,P)
6.49 Explain how the development of democratic political
concepts in ancient Greece lead to the origins of direct
Democracy and representative Democracy , including: the
“polis” or city-state · civic participation and voting rights ·
legislative bodies · constitution writing · rule of law.
(C,H,P)
6.50 Compare and contrast life in Athens and Sparta.
(C,H)
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
6.48 How did Greek city-states create the idea of
citizenship and what did it mean to them?
6.58 Explain why the city-states of Greece instituted a
tradition of athletic competitions and describe the sports
they featured. (C,H)
states, which contributed to trade and routes they used for
trade.
http://ancient-greece.org/history.html
6.48 How did Pericles transform Athens into an empire?
6.49 What are the major differences between direct
democracy, representative democracy in Ancient Greece
and in America?
6.51Use a graphic organizer to compare and contrast the
lives of American, Sparta, and Athenian girls and women.
http://www.womenintheancientworld.com/women%20in%
20sparta.htm
6.50/6.51 What was life like in Athens and Sparta?
6.53 What were the causes, course, and consequences of
the Peloponnesian Wars between Athens and Sparta?
6.58 Why did the city-states of Greece institute a tradition
of athletic competitions?
Content Vocabulary (Tier 3):
Peninsula, polis, agora, bard, colony, phalanx, tyrant,
oligarchy, helot, Satrap, philosopher, direct democracy
6.51 Compare and contrast the status of women and
slaves between Athens and Sparta. (C,H)
6.53 Analyze the causes, course, and consequences of
the Peloponnesian Wars between Athens and Sparta. (H,
P)
Social Studies
Grade 6
Quarter 3
6.53 Use a flow chart or a cause and effect organizer to
follow the causes, course, and consequences of the
Peloponnesian Wars between Athens and Sparta.
Chapter 9 pp.229-266
Literacy 6-8.RH.7
6.58 Write a summary or use a web to describe the sports
featured in the Greek Olympics. Chapter 9 pp.229-266
Literacy 6-8.RH.7
http://greece.mrdonn.org/lessonplans.html
Ancient Greece Power Points
Lesson Review Questions: pages 240,247,255,26
Academic Vocabulary (Tier 2):
Dominate, community, conclude, economic, decline,
affect, consider, military, stability, achieve, obtain,
construct, collapse, channel, accompany, sufficient,
decade, conflict, emphasis
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Chapter 9 Assessments: Multiple choice pg. 265;
Analyzing documents, identifying, drawing conclusions,
short response, (informative/explanatory) extended
response pg. 266
10 of 14
Curriculum Framework
TN State Social Studies Standards
Quarter 3
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
6.52 Analyze the causes, course, and consequences of
the Persian Wars (C, H, G)
6.52 What were the causes, conflicts and outcomes of the
Persian Wars?
6.54 Explain the rise of Alexander the Great and the
spread of Greek culture (C, G, H, P)
6.54 What are the significant impacts of Alexander’s
empire on history?
6. 55 Analyze the causes and effects of the Hellenistic
culture of Greece. (C, G, E, H, P)
6.56/6.57 Who were the Greek gods and what role did
they play in ancient Greek society?
6.56 Describe the myths and stories of classical Greece;
give examples of Greek gods, goddesses, and heroes
(Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis,
Hades, Apollo), and events, and where and how we see
their names used today. (C, H)
6.55 How did Greek culture spread during the Hellenistic
Era and what were its impacts on the rest of the world?
6.57 Compare and contrast the Titans with the Olympian
gods and explain the surrounding Greek mythology. (C,
H)
6.59 What were the purposes and functions of the
lyceum, the gymnasium, and the Library of Alexandria?
6.59 Describe the purposes and functions of the lyceum,
the gymnasium, and the Library of Alexandria, and
identify the major accomplishments of the ancient Greeks.
Thales (science) · Pythagoras and Euclid (mathematics) ·
Hippocrates (medicine) · Socrates, Plato, and Aristotle
(philosophy) · Herodotus, Thucydides, Homer, Aeschylus,
Sophocles, Aristophanes, and Euripides (history, poetry,
and drama) · the Parthenon, the Acropolis, and the
Temple of Apollo (architecture) · the development of the
first complete alphabet, with symbols representing both
consonants and vowels. (C, H)
Social Studies
Grade 6
6.59 How did Western philosophy first develop in ancient
Greece and who are its notable thinkers?
Content Vocabulary (Tier 3):
Myth, fable, tragedy, ritual, comedy, oral tradition, drama,
oracle, Sophists, rhetoric, cavalry, stoicism, plane
geometry, solid geometry, Socratic Method,
Epicureanism, Hippocratic Oath, Hellenistic Era
Academic Vocabulary (Tier 2):
Conflict, style, despite, individuals, investigate, create,
voluntarily, pursue, seek, community, method, accurate
Connection to the Language Standards
Greek & Latin Roots and Affixes
ism – the act, state or theory of
Examples from the unit: epicureanism, stoicism,
Zoroastrianism,
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Textbook Reference: Chapter 10-Greek Civilization Pages
267-301
Suggested Activities:
6.52 Label a chart-cause, course, and consequences and
complete using textbook pages 288-292 Alexander’s
Empire to analyze the Persian Wars.
6.54 Write a paragraph summarizing the rise of Alexander
the Great and how he helped to spread of Greek culture
over several continents. Literacy 6-8.RH.1
http://www.history.com/topics/ancient-history/alexanderthe-great
6. 55 Use a graphic organizer or t-chart to explain the
causes and effects of the Hellenistic culture of Greece on
others.
http://www.history.com/topics/ancient-history/hellenisticgreece
6.56 Describe the myths and stories of classical Greece;
give examples of Greek gods, goddesses, and heroes
(Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis,
Hades, Apollo), and events, and where and how we see
their names used today.
Literacy 6-8.RH.1
http://www.greek-gods-and-goddesses.com/
6.57 Compare and contrast the Titans with the Olympian
gods and explain the surrounding Greek mythology.
Literacy 6-8.RH.5
http://www.greek-gods.org/titans.php
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Curriculum Framework
TN State Social Studies Standards
Quarter 3
Social Studies
Grade 6
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
Other examples: monotheism, polytheism,
Language Standards
L. 6.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering
a word or phrase important to comprehension or
expression.
L.6.4.b Use common, grade-appropriate Greek or Latin
affixes and roots as clues to the meaning of a word (e.g.,
belligerent, bellicose, rebel).
Connection to Language Standards
Greek & Latin Roots and Affixes
www.cognatarium.com
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6.59 Write and perform a play based on themes in ancient
Greek plays, fables and myths. Literacy 6-8.SL.8
http://www.greek-gods-and-goddesses.com/
6.59 Create bubble maps about Greece’s significant
people by listing characteristics and accomplishments.
http://www.ancientgreece.com/s/People/Main_Page/
6.59 Create Foldable on the Greek philosophers that
include their name, main ideas and beliefs. Display in
class.
http://www.ancientgreece.com/s/People/Main_Page/
Lesson Review Questions: pp. 277, 285, 293, 299
Chapter 10 Activities: pg. 300
Assessments: Multiple choice pg.301, Analyzing
documents, inferring, predicting, (narrative) extended
response pg. 302
12 of 14
Curriculum Framework
TN State Social Studies Standards
Quarter 3
Social Studies
Grade 6
Essential Questions and Vocabulary Weeks 1-4 Instructional Activities and Resources
Literacy Lessons and Activities
Literacy RI.6.7 Integrate quantitative or technical
information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart,
diagram, model, graph, or table).
Create a military handbook or visual to prepare sevenyear old Spartan boys for upcoming military training.
http://www.historywiz.com/didyouknow/spartanfamily.htm
http://www.history.com/news/history-lists/8-reasons-itwasnt-easy-being-spartan
In groups: brainstorm characteristics of obtaining
citizenship in Greek city-state, pretend they are in Greece
and create their own city-state. Use a power point
presentation to convince others to become a citizen in
your city- state and explain the steps they should take to
join.
Literacy RI.6.8 Distinguish among facts, reasoned
judgment based on research findings, and speculation in
a text.
Read the story of Cain and Abel from the Book of
Genesis, Chapter 4, verses 1-8. Ask students to illustrate
how this may reflect the attitudes of settled agriculturalists
compared to those of pastoral groups. Are there similar
examples in the history of this era?
http://www.ancientcivilizations.co.uk/home_set.html
Literacy RI.6.9 Draw evidence from informational texts to
support analysis reflection, and research.
Research as a group and find characteristics about each
major Greek god and goddess. Take notes about their
domain and characteristics. Display the Greek god and
goddesses’ activity and assess them in a game format.
(Guess Who?)
http://greekgodsandgoddesses.net/
Pretend to be an Egyptian newspaper writer and write an
account about the Israelites’ strange new belief in a single
god.
http://www.newworldencyclopedia.org/entry/Monotheism
http://www.ancient.eu/article/483/
Trouble with links? Try using Google Chrome or Mozilla Firefox
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Curriculum Framework
Quarter 3
Social Studies
Grade 6
Additional Resources
Ancient Israel and Judah
http://www.timemaps.com/civilization/ancient-israel
From Hebrew Bible to Christian Bible: Jews, Christians and the Word of God
http://www.pbs.org/wgbh/pages/frontline/shows/religion/first/scriptures.html
Judaism Religion Facts
http://www.religionfacts.com/judaism
New Eastern Antiquities
The Louvre - http://www.louvre.fr/en/departments/near-eastern-antiquities
King David, A Man After God’s Own Heart
http://christianity.about.com/od/oldtestamentpeople/a/King-David.htm
Reference Resources:
Please register for these free sites:
Read Works
http://www.readworks.org/
Newsela
https://newsela.com/
Britannica www.school.eb.com Username: Shelby Password: county
Gilder-Lehrman
https://www.gilderlehrman.org/programs-exhibitions/affiliate-school-program
Teacher Tube (Use your SCS Log-in
http://connected.mcgraw-hill.com/connected/login.do
McGraw Hill Education
For log-in information call 1(800) 437-3715
Ancient Greece Additional Resources
Classical Mythology in European Art
http://www.nga.gov/content/ngaweb/education/teachers/teaching-packets/classicalmythology.html
Ancient Greece History
http://www.historywiz.com/anc-greece.htm
Virtual Middle School Library
http://www.sldirectory.com/studf/research4.html - ancient
Seven Ancient Wonders
http://www.socialstudiesforkids.com/subjects/7ancientwonders.htm
McGraw Hill: Connected.com
(SCS teachers only- call 1 (800) 437-3715 for Log-in)
These sites can be used as you develop your lesson plans!
Trouble with links? Try using Google Chrome or Mozilla Firefox
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